Assignment 2 Within your team, you will collaborate on choosing a distance learning context/setting. You should choose a context with which you have some familiarity. It may be within the K-12 school system, with the context being a specific grade/age level or subject matter area. Or it could be a training context in the public sector or in business and industry, or in medical/health field. Be sure that you are very specific about the context.
Next, select an instructional design model to apply. Explain your choice of this particular model for your specific distance learning context and instructional problem.
For the purposes of this assignment you can assume that a formal needs analysis has been carried out, and that the needs analysis points to a specific, clearly defined problem which can be addressed by the design of new instruction. Be specific in describing the problem and its framework, and what the proposed solution is.
Your plan should be 12-15 pages, double spaced, with additional appendix materials containing analysis and evaluation instruments. The grade value of this assignment is 35%. ---------------------------------------------------------------------------------------------------------
ID DL Context
International Market
Students in other parts of the world are turning to Canada to earn an academic qualification that is recognized and respected around the world. British Columbia has an excellent reputation for providing top quality experiences for international students in both education and living. British Columbia Public Schools offer outstanding opportunities for young people to study in top-rated education programs built on high standards of academic excellence and to participate in a wide variety of cultural and recreational activities.
Prepared for the Government of Canada, Roslyn Kunin & Associates, Inc.’s report entitled, Economic Impact of International Education in Canada: Final Report found that in 2008: 1. There were 178,227 long-term (staying for at least six months) international students in Canada.
2. these international students generated more than $5.5 billion to the Canadian economy. 3. British Columbia alone hosted nearly a third of the international students in Canada with 14,133 international students attending a Secondary (or less) school in BC in 2008. 4. nearly 40 percent of that revenue came from two countries: China and South Korea. Saanich School District #63: International Program
In 2009, approximately 70 international students came to the Saanich School District #63, on Vancouver Island, British Columbia to complete their high school graduation and obtain a BC Dogwood certificate. International students choose to complete their Secondary Education through a Saanich School District school for the following reasons: * Saanich schools offers consistent, high quality English language education to international students; * Saanich schools offer a variety of top-rated education programs including Distributive Learning; * international students can learn Canadian English (voted “the easiest to understand” ) in a friendly environment; * the British Columbian Dogwood certificate is valued the world over; and, * international students have the opportunity to participate in Vancouver Island life, one of the best places in the world to live. The Problem
Although Saanich has a strong International program, it would like to increase its international student enrolment. Saanich is a relatively small district, and it often loses student enrolments to nearby School District #61. District #61’s program attracts hundreds of international students each year; it has a strong new student orientation program and a strong in-school ESL support program. After an exhaustive needs analysis the Saanich district International program has identified a two needs that current international programs aren’t serving. The first need is an economic need. Due to the grim world economy many families who have chosen an overseas education in the past, are choosing other options. If Saanich could offer the same BC graduation certificate, but over a smaller period of time, the cost of an international education would be greatly reduced. Parents may be more likely to continue the practice of sending their children overseas. As well, there is a need for a more structured support of a student’s arrival to Canada. Students have reported feelings of culture shock and homesickness upon first arriving in Canada. Language barriers and lack of knowledge about culture and climate are cited as the two most likely causes of these feelings.
Saanich School district has decided that it will increase its attractiveness to prospective international students by pairing with the district’s distributed learning school, South Island Distance Education School (SIDES), to develop and offer a pre-arrival package. This package will offer students the chance to gain up to six credits toward their high school graduation before their arrival in Canada. It will also help prospective students hone their English language skills and learn about the country that will become their new home. SIDES is a student-centred learning community that provides high-quality, flexible educational programs and has been a leader in the distributed education for over 20 years. Since 2003 SIDES has delivered some of its course curriculum online, using D2L as its online learning management system. SIDES has all of the necessary infrastructure in place (including a sound LMS, a hefty technical support staff and graphic design team, and a large complement of teachers skilled in online curriculum development and delivery) in order to make this project work. SIDES offers the most comprehensive range of Secondary DL courses, all which are available for International students upon their arrival in British Columbia. Many electives offered are unique to SIDES and are not offered at all neighbourhood schools
The SIDES Instructional design team has developed a four-course pre-arrival package. This online course package will be designed to support and enhance the students’ learning of the English language and Canadian culture. The course package will take approximately 40-50 hours in total to complete after which students will earn two credits towards graduation.
The pre-arrival course package will consist of: 1. A 'Welcome to Canada' pre-travel planning course 2. An English literacy course consisting of interactive lessons and the opportunity to practice spoken English language skills via v-class (an online virtual classroom). 3. A basic 'Orientation to SIDES' course to provide students with everything they need to know to enhance the students' efficiency in working in the SIDES online environment.
This paper will comprise the detailed instructional design plan for the first ten –hour course to be included in the pre-arrival package: Welcome to Canada Learning Context Conclusion and ID Model Proposal
Due to the project’s K-12 scope a classroom-oriented model is suggested as the best model. ELABORATE Proposed ID Model
Designing Instructional Plans From the assignment… From here on you develop a detailed plan, or blueprint, for the proposed instructional solution. If the solution is a new course or program, you should choose to develop the blueprint for just one unit of the instruction, not the whole course or program. This includes a learner analysis, a task analysis, and a set of instructional objectives. These plans should be followed by the selection and description of instructional strategies and a sequencing plan for presentation of the instruction.
Your blueprint should also include development plans, and detailed evaluation plans, including a sample pre-test/post-test for the unit. Remember also to include a section on resources/materials needed to implement the instruction. Learner Analysis
Orienting Context
Prospective students would be primarily offshore Asian students who are interested in gaining a BC education because of its solid reputation when it comes to education. Their level of English will be high enough to read and understand the course content, but their spoken and written English may be weak. Because these students will be ESL, it will be important to limit the complexity of the language used in the courses offered in this program; given the demographic of our learners, there will be other instructional considerations. In order to ensure that our students have appropriate support for improving their English, the SIDES will offer optional, leveled ESL instruction (for full proof see Appendix A) which students can pursue for credits toward their Dogwood diploma. Students will be strongly urged to take these classes as a complement to their in-school study.
Instructional Context It is important that instructional design acknowledges the multicultural nature of the program. As McAnay (2009) notes “when instruction is designed without cultural considerations, the risk is that learning will be compromised” because each learner approaches the material with his/her own cultural lens firmly in place (p. 3). She also notes that “students may feel more connected when individuals of their cultural backgrounds are visible in the course materials (2009, p.7). It will be important for our learning materials offer any means of connection between the learner and the material/program, because distributed learning, by nature, can be isolating. When developing content, instructional designers must be cognizant of the various modes by which a learner may be marginalized. Kinuthia states that when designing culturally appropriate instructional content, “interface design, should take into account how different cultures will respond to the layout of the graphical interface, images, symbols, color, and sounds”. It is important to recognize that the addition of multicultural graphics to an existing course does not take into consideration the complexity of exchange of ideas through symbols that are themselves embedded within the framework of any learning material. SIDES instructional designers will need ensure that any content developed for an international student audience is relevant to and sensitive to its multicultural audience. Transfer Context ELABORATE
Task Analysis
Some possible program objectives… SIDES Internatioal Program Objectives
SIDES International program mission statement is “Bringing BC’s curriculum to the world”. In order to fulfill this mission statement, we have devised the following program objectives: · to provide a high quality educational program with high credibility for students who reside outside of Canada through DL; · to contribute to the increasingly global community of learners by providing access to BC curriculum for any interested and capable student, regardless of nationality; · to contribute to a growing global literacy by providing study in English through technology mediated learning; · to provide more employment opportunities for Saanich teachers at time when district enrollment is declining; · to ensure that Saanich district gains a greater knowledge of and appreciation for different cultures by participating in intercultural learning experiences; · to promote and maintain BC’s high standard of education.
While instructional plans will be/have been devised for individual courses within the International Program, this section will focus on instructional design factors as they relate to the program. Pre-Arrival Program Learning Objectives
Successful participants in SIDES International Program’s Pre-arrival program will be able to: · demonstrate mastery of learning outcomes for any of the courses they pursue through completion of tests, assignments, portfolios or any other teacher-supported means of assessment; · demonstrate conversational English skills through participation in on-going teacher-supported tutorial sessions. · use technology to access curriculum, engage in learning activities, become members of a learning community; · understand and appreciate cultural differences; · express an understanding of Canadian culture and local culture; and, · demonstrate a level of English Language proficiency sufficient to participate in high-school level courses. · Welcome to Canada Course Objectives
Reference List Kinuthia, W. (2009). Reflecting on embedding socio-cultural issues into instructional design. Multicultural Education & Technology Journal, 3(4), 266-278. Retrieved October 28, 2010, from ABI/INFORM Global. (Document ID: 1920067021). Kunin, R et al. (2009). Economic impact of international education in Canada: final report. RKA Inc: Vancouver. McAnany, D. (2009). Monkeys on the screen?: Multicultural issues in instructional message design. Canadian Journal of Learning and Technology, 35(1)
Within your team, you will collaborate on choosing a distance learning context/setting. You should choose a context with which you have some familiarity. It may be within the K-12 school system, with the context being a specific grade/age level or subject matter area. Or it could be a training context in the public sector or in business and industry, or in medical/health field. Be sure that you are very specific about the context.
Next, select an instructional design model to apply. Explain your choice of this particular model for your specific distance learning context and instructional problem.
For the purposes of this assignment you can assume that a formal needs analysis has been carried out, and that the needs analysis points to a specific, clearly defined problem which can be addressed by the design of new instruction. Be specific in describing the problem and its framework, and what the proposed solution is.
Your plan should be 12-15 pages, double spaced, with additional appendix materials containing analysis and evaluation instruments. The grade value of this assignment is 35%.
---------------------------------------------------------------------------------------------------------
ID DL Context
International Market
Students in other parts of the world are turning to Canada to earn an academic qualification that is recognized and respected around the world. British Columbia has an excellent reputation for providing top quality experiences for international students in both education and living. British Columbia Public Schools offer outstanding opportunities for young people to study in top-rated education programs built on high standards of academic excellence and to participate in a wide variety of cultural and recreational activities.
Prepared for the Government of Canada, Roslyn Kunin & Associates, Inc.’s report entitled, Economic Impact of International Education in Canada: Final Report found that in 2008:
1. There were 178,227 long-term (staying for at least six months) international students in Canada.
2. these international students generated more than $5.5 billion to the Canadian economy.
3. British Columbia alone hosted nearly a third of the international students in Canada with 14,133 international students attending a Secondary (or less) school in BC in 2008.
4. nearly 40 percent of that revenue came from two countries: China and South Korea.
Saanich School District #63: International Program
In 2009, approximately 70 international students came to the Saanich School District #63, on Vancouver Island, British Columbia to complete their high school graduation and obtain a BC Dogwood certificate.
International students choose to complete their Secondary Education through a Saanich School District school for the following reasons:
* Saanich schools offers consistent, high quality English language education to international students;
* Saanich schools offer a variety of top-rated education programs including Distributive Learning;
* international students can learn Canadian English (voted “the easiest to understand” ) in a friendly environment;
* the British Columbian Dogwood certificate is valued the world over; and,
* international students have the opportunity to participate in Vancouver Island life, one of the best places in the world to live.
The Problem
Although Saanich has a strong International program, it would like to increase its international student enrolment. Saanich is a relatively small district, and it often loses student enrolments to nearby School District #61. District #61’s program attracts hundreds of international students each year; it has a strong new student orientation program and a strong in-school ESL support program.
After an exhaustive needs analysis the Saanich district International program has identified a two needs that current international programs aren’t serving. The first need is an economic need. Due to the grim world economy many families who have chosen an overseas education in the past, are choosing other options. If Saanich could offer the same BC graduation certificate, but over a smaller period of time, the cost of an international education would be greatly reduced. Parents may be more likely to continue the practice of sending their children overseas. As well, there is a need for a more structured support of a student’s arrival to Canada. Students have reported feelings of culture shock and homesickness upon first arriving in Canada. Language barriers and lack of knowledge about culture and climate are cited as the two most likely causes of these feelings.
Saanich School district has decided that it will increase its attractiveness to prospective international students by pairing with the district’s distributed learning school, South Island Distance Education School (SIDES), to develop and offer a pre-arrival package. This package will offer students the chance to gain up to six credits toward their high school graduation before their arrival in Canada. It will also help prospective students hone their English language skills and learn about the country that will become their new home.
SIDES is a student-centred learning community that provides high-quality, flexible educational programs and has been a leader in the distributed education for over 20 years. Since 2003 SIDES has delivered some of its course curriculum online, using D2L as its online learning management system. SIDES has all of the necessary infrastructure in place (including a sound LMS, a hefty technical support staff and graphic design team, and a large complement of teachers skilled in online curriculum development and delivery) in order to make this project work.
SIDES offers the most comprehensive range of Secondary DL courses, all which are available for International students upon their arrival in British Columbia. Many electives offered are unique to SIDES and are not offered at all neighbourhood schools
The SIDES Instructional design team has developed a four-course pre-arrival package. This online course package will be designed to support and enhance the students’ learning of the English language and Canadian culture. The course package will take approximately 40-50 hours in total to complete after which students will earn two credits towards graduation.
The pre-arrival course package will consist of:
1. A 'Welcome to Canada' pre-travel planning course
2. An English literacy course consisting of interactive lessons and the opportunity to practice spoken English language skills via v-class (an online virtual classroom).
3. A basic 'Orientation to SIDES' course to provide students with everything they need to know to enhance the students' efficiency in working in the SIDES online environment.
This paper will comprise the detailed instructional design plan for the first ten –hour course to be included in the pre-arrival package: Welcome to Canada
Learning Context Conclusion and ID Model Proposal
Due to the project’s K-12 scope a classroom-oriented model is suggested as the best model.
ELABORATE
Proposed ID Model
Designing Instructional Plans
From the assignment…
From here on you develop a detailed plan, or blueprint, for the proposed instructional solution. If the solution is a new course or program, you should choose to develop the blueprint for just one unit of the instruction, not the whole course or program. This includes a learner analysis, a task analysis, and a set of instructional objectives. These plans should be followed by the selection and description of instructional strategies and a sequencing plan for presentation of the instruction.
Your blueprint should also include development plans, and detailed evaluation plans, including a sample pre-test/post-test for the unit. Remember also to include a section on resources/materials needed to implement the instruction.
Learner Analysis
Orienting Context
Prospective students would be primarily offshore Asian students who are interested in gaining a BC education because of its solid reputation when it comes to education. Their level of English will be high enough to read and understand the course content, but their spoken and written English may be weak. Because these students will be ESL, it will be important to limit the complexity of the language used in the courses offered in this program; given the demographic of our learners, there will be other instructional considerations. In order to ensure that our students have appropriate support for improving their English, the SIDES will offer optional, leveled ESL instruction (for full proof see Appendix A) which students can pursue for credits toward their Dogwood diploma. Students will be strongly urged to take these classes as a complement to their in-school study.
Instructional Context
It is important that instructional design acknowledges the multicultural nature of the program. As McAnay (2009) notes “when instruction is designed without cultural considerations, the risk is that learning will be compromised” because each learner approaches the material with his/her own cultural lens firmly in place (p. 3). She also notes that “students may feel more connected when individuals of their cultural backgrounds are visible in the course materials (2009, p.7). It will be important for our learning materials offer any means of connection between the learner and the material/program, because distributed learning, by nature, can be isolating. When developing content, instructional designers must be cognizant of the various modes by which a learner may be marginalized. Kinuthia states that when designing culturally appropriate instructional content, “interface design, should take into account how different cultures will respond to the layout of the graphical interface, images, symbols, color, and sounds”. It is important to recognize that the addition of multicultural graphics to an existing course does not take into consideration the complexity of exchange of ideas through symbols that are themselves embedded within the framework of any learning material. SIDES instructional designers will need ensure that any content developed for an international student audience is relevant to and sensitive to its multicultural audience.
Transfer Context
ELABORATE
Task Analysis
Some possible program objectives…
SIDES Internatioal Program Objectives
SIDES International program mission statement is “Bringing BC’s curriculum to the world”. In order to fulfill this mission statement, we have devised the following program objectives:
· to provide a high quality educational program with high credibility for students who reside outside of Canada through DL;
· to contribute to the increasingly global community of learners by providing access to BC curriculum for any interested and capable student, regardless of nationality;
· to contribute to a growing global literacy by providing study in English through technology mediated learning;
· to provide more employment opportunities for Saanich teachers at time when district enrollment is declining;
· to ensure that Saanich district gains a greater knowledge of and appreciation for different cultures by participating in intercultural learning experiences;
· to promote and maintain BC’s high standard of education.
While instructional plans will be/have been devised for individual courses within the International Program, this section will focus on instructional design factors as they relate to the program.
Pre-Arrival Program Learning Objectives
Successful participants in SIDES International Program’s Pre-arrival program will be able to:
· demonstrate mastery of learning outcomes for any of the courses they pursue through completion of tests, assignments, portfolios or any other teacher-supported means of assessment;
· demonstrate conversational English skills through participation in on-going teacher-supported tutorial sessions.
· use technology to access curriculum, engage in learning activities, become members of a learning community;
· understand and appreciate cultural differences;
· express an understanding of Canadian culture and local culture; and,
· demonstrate a level of English Language proficiency sufficient to participate in high-school level courses.
·
Welcome to Canada Course Objectives
Reference List
Kinuthia, W. (2009). Reflecting on embedding socio-cultural issues into instructional design. Multicultural Education & Technology Journal, 3(4), 266-278. Retrieved October 28, 2010, from ABI/INFORM Global. (Document ID: 1920067021).
Kunin, R et al. (2009). Economic impact of international education in Canada: final report. RKA Inc: Vancouver.
McAnany, D. (2009). Monkeys on the screen?: Multicultural issues in instructional message design. Canadian Journal of Learning and Technology, 35(1)
Task Analysis *draft